Farm to Table

Common Core/PA Standard(s):

• ELA-Literacy.RF.3.3: Know and
apply grade-level phonics and word analysis skills in decoding words.
• ELA-Literacy.RF.3.4: Read with sufficient accuracy and fluency to
support comprehension.
• ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis
for the answers.
• ELA-Literacy.RI.3.4: Determine the meaning of general academic
and domain-specific words

Learning Targets/Objectives:
● Students will be able to identify the steps of dairy farming using given texts
● Students will be able to identify the steps of beef farming using given texts
● Students will be able to define what “farm to table” means
● Students will be able to investigate the process of farm to table
● Students will be able to produce a brochure about aspects of the farm to table process

Assessment Approaches: Evidence:

1. Guided notes 1. 3 sections completed
2. Farm to Table Brochure 2. 3-criteria rubric
…
Assessment Scale:
Guided notes will be graded giving 2 points per completed section

Brochure will be graded based on rubric criteria, based on a total of 9 points from three rubric
sections

Subject Matter/Content:
Key Vocabulary:
Farm to table - The process of bringing food from its source to consumption
Content/Facts:
Students will learn the processes involved in “farm to table” that brings food from local farms
and plants to their tables to be eaten. Students will investigate two types of farms, dairy and
beef, and learn their specific processes for preparing our food.

Introduction/Activating/Launch Strategies:
● Students will gather on the carpet and be presented with a piece of chart paper on the
easel, with the words “farm to table” written in the middle
○ Students will be asked to turn and talk with a partner to infer what the phrase
might mean
○ Students will share out after a minute of discussing and the teacher will write
down some of the student suggestions.
● The teacher will introduce the book “How Did That Get in My Lunchbox” by Chris
Buttersworth
○ Students will be asked to think in their heads about how this might connect to
the topic of farm to table
○ Students will listen to a read aloud of the book, being reminded to think about
farm to table and what it might mean as they listen to the story
● Post reading, the teacher will ask;
○ What processes did we see in the book?
■ Making bread, cheese, etc.
○ Where did most the ingredients for our food come from?
■ Farms, factories, etc.
○ After reading this story, how would you define farm to table now?
■ Teacher will record new answers on the chart paper from earlier
● Teacher will intro activity for the day
○ Students will be split into pairs and investigating two types of farms, dairy and
beef farms
○ Students will become experts on their type of farming and share out with
another pair who did the other type of farming
○ After they have completed this, they will be creating a brochure for their own
farm.

Development/Teaching Approaches
● Students will return to their seats and partner up with the person sitting next to them
● One partner will grab an iPad from the cart and wait for further instructions
● Teacher will hand out Farm to Table: Farm Investigation sheet
○ Teacher will go through each part of sheet with them
○ Students will be reminded only to browse on links given and not use the iPads
for other purposes
● Teacher will go around the room and assign each group one part to complete
○ Half the class will complete the “dairy farming” portion first
○ Half the class will complete the “beef farming” portion first
● Students will complete the guided investigation sheet as they go through each given
resource according to each step of the investigation
 ● Students will have twenty minute to complete individual investigations and 10 minutes
to complete their sharing of their individual components
● Once students share their individual components of individual farms, they will go to
the next step of the investigation sheet
○ Students will be investigating what benefits eating locally has and where they
are able to buy local harvest in own our area
● When finished, students will return iPads to cart
● Students will be introduced to brochure component of this lesson to start at the
beginning of the next lesson
○ Students will be creating a brochure for their own dairy or beef farm
○ Students will have to include
■ What the name of their farm is
■ What happens on their farm, according to processes they learned earlier
■ Have to include what products they’ll sell
■ Give benefits to eating local
○ Students will be given rubric for assignment and each component of the rubric
will be gone through as a whole class. Time for questions will be allowed.
● At the beginning of the next class period students will log on to class Canva account
○ They will select the brochure template and begin filling in the information
needed according to the given rubric

Closure/Summarizing Strategies:
● Students will return to original farm to table web
○ Is there anything to add?
○ Would they change their definition?
● Students will also hand in brochures to be graded

Accommodations/Differentiation:
Jane D. - Cerebral Palsy (Has trouble using her hands)
● Student will participate in group of 3 rather than a partner pair
● Student will be given online version of investigation sheet to type into rather than
writing

Materials/Resources:
● “How Did That Get in My Lunchbox” by Chris Buttersworth
● 12 ipads (1 per group of two, with one group of three)
● 25 guided note sheets
● http://ymiclassroom.com/wp-content/uploads/2013/05/adadc-ftt_poster.pdf
● http://www.agfoundation.org/files/BeefeReaderFLIP/mobile/index.html#p=2
● https://www.sokanu.com/careers/farmer/
● www.localharvest.org
● ​https://www.superkidsnutrition.com/benefits-locally-grown-produce/
● www.canva.com